Previous research has explored the influence of co-teaching models on student learning in the K-12 grade curriculum. However, little research explores the effects of co-teaching models on college students. This study examines the benefits and drawbacks of co-teaching models in higher education from the perspective of students. Surveys with open questions pertaining to co-teaching and traditional approaches were used to collect data from 36 undergraduate students (17 students in a co-taught basic communication course and 19 students in a traditionally taught basic communication course) at a mid-sized Midwestern university. In addition, cognitive and affective learning scales were used to gather perceptions of cognitive and affective learning of students in co-teaching versus traditional classrooms. Results reveal diverse instructor perspectives, variety of teaching styles, increased communication skills, and fresh perspectives to be benefits of co-teaching in higher education. Students found drawbacks of co-teaching to include: a confusing class structure and rejection of traditional instructional styles. Additionally, students in co-teaching classrooms reported higher levels of affective learning when compared to students in traditional classrooms; however, there were not significant differences in perceptions of cognitive learning. Implications for utilizing co-teaching in higher education are explored.
Recommended CitationHarter, Alyssa and Jacobi, Laura. (2018). “Experimenting with our Education” or Enhancing It? Co-Teaching from the Perspective of Students. i.e.: inquiry in education: Vol. 10: Iss. 2, Article 4.
Retrieved from: https://digitalcommons.nl.edu/ie/vol10/iss2/4